New pedagogies for interdisciplinary STEM
Russell Tytler of Deakin University sheds light on the direct teaching versus inquiry debate in the Science and Mathematics space.
“Current advocacy of Science, Technology, Engineering and Mathematics (STEM) represents a reform movement to increase engagement of students with the STEM disciplines, and to develop STEM skills that will prepare students for life in the 21st century. Such skills overlap with generic competencies that are increasingly represented in global curriculum framing (OECD – Organisation for Economic Co-operation and Development, 2018), such as complex and creative problem solving, critical thinking, design thinking, mathematical reasoning, interpersonal and collaborative skills, and trans-disciplinarity.”
Read the full article at Education Matters.